In-group identity of a video narrator has no effect on instructional persuasiveness for undergraduates at a minority-serving technical university

Abstract

Identifying with upperclassmen may help undergraduates transition towards effective academic skills in college. We statistically compared two identity-related models of how video instruction could support students in adopting advantageous study habits in core math, science, and engineering programs. Each model relied on the same video animation and script about evidence-based study strategies for efficient learning (SSEL), presented in a first-semester required Composition class. SSEL in the in-group model were endorsed by a STEM-major upperclassman who introduced her experience improving her studies at the institution, before she narrated the video. The expert model version of the video was narrated by a trained voice actor who declared that cognitive psychologists espoused the same SSEL based on research. Volunteer participants were 136 undergraduates at a public technical 4-year Hispanic-Serving Institution (HSI). Video models were randomly assigned to each fall 2021 Composition class. Study habits were assessed on a 19-item pretest survey in the 4th week, just before students watched the video. They were assessed again using a parallel survey as a post-test in the antepenultimate week of the semester. Students reported significantly more SSEL in the posttest versus pretest. There was no significant effect of model, possibly due to student interest in science.